Hakan Yildiz Hakan Yildiz

Art painting TP 5
Beginners level

Description

In this lesson students will read a newspaper article for gist and specific information. The plan consists of several stages, herein a lead in wherein they will be exposed to the context (Art, Jackson Pullock). Thereafter they will match present and past forms of the irregular verbs. As the main aim is readin, the class will complete pre-reading tasks to prepare them for the main reading. Lastly, the class ends with a freer practice

Materials

Abc 4 different paintings
Abc Answer Keys for HO 3
Abc HO 3
Abc HO 2
Abc HO 1 match verbs
Abc Pre-teaching Vocab

Main Aims

  • To provide gist reading practice using a text about Jackson Pullock painting in the context of art painting

Subsidiary Aims

  • To provide fluency speaking practice in a GW PW in the context of Art painting
  • To provide past simple forms of irregular verbs

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show class Mona Lisa and ask them whether anyone knows what it is and who the painter is. Ask them whether they consider it art. Next: Show class painting of Jackson Pullock and try and elicit some words. Do you think this is cheap? Expensive? Ask class where they can find paintings/art works as this in Istanbul. Elicit Istanbul modern art museum, Topkapi. Hang paintings on the WB.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Show pictures of pre-vocab HO and try and elicit the words from the class, and drill some of the more difficult words to pronounce. Write the important words on the left side of the board. Tell the students to work in PW to do HO1. Give them sufficient amount of time to complete all the simple past tense of irregular verbs. After they are done, do WC FB Divide the class in two. Both halves will do 3 pictures each. They must look at the three pictures and match it with the sentences (HO2). Give each pair about 3-4 minutes to work on the matchings. When they are done with the matchings do WC FB with correct answers. (Controlled practice)

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Handout the text (HO3) to the students and tell them they must answer the gist questions at the top of the text. The reading is done individually, after they are finished reading, give them some minutes to answer the gist question. (CP) Next, students work in groups to talk about the text and answer the gist question. Do WC FB get answers from the students.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Handout the detail reading questions (HO3) and tell students to work in groups of 4 to answer the questions. When students are finished with the specific questions, do WC FB. Hereafter, handout the answer keys and let them look at it for some minutes and compare.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Freer practice. Hang on walls different paintings. Some of them are expensive and real paintings some of them are random stuff i have found on the internet. Let the class decide which ones are the cheapest and which ones are the most expensive. Let students decide in groups their list and do WC FB. Ask students what are the most popular artworks and museums in Istanbul. Ie.: Istanbul Modern Arts Museum, Hagia Sophia, Topkapi. Write on WB and elicit some answer WC FB. Tell them to talk about their visits in museums or galleries. 'I have been to/or i have visited.. days ago'

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